Name: Bill Runey

Title: Superintendent of Schools

Organisation: Dighton-Rehoboth Regional School District

For Bill Runey, the line between his personal and professional life is blurred—by design. Education is not just his career; it is his life’s work. As the Superintendent of the Dighton-Rehoboth Regional School District, he thrives in the role of being the district’s face at Select Board meetings, school concerts, athletic contests, and community events. Whether on weekends or evenings, it’s not uncommon to find him in Dighton-Rehoboth attire, chatting with students and families at the grocery store or the school auditorium. He welcomes conversations—good or bad—about the schools he serves because he believes that stakeholders deserve a champion who will advocate for their needs.

At the core of Runey’s leadership philosophy is the understanding that effective communication is the foundation of strong relationships. However, the best leaders also recognize when the relationship must shift from colleague to supervisor. Navigating that delicate balance is something Runey has consistently prioritized over his career, always guided by the principle that students come first.

Change in education requires courage, particularly when one is new to a district. When Runey took the helm as Superintendent in 2022, he made a commitment to listen to all stakeholders, preserve what was working, and initiate change where necessary. His #WeAreDR initiative has unified a once-fractured regional school district by spreading positivity and using transparent communication.

Stability is a hallmark of his leadership. In his 37-year career, his four administrative appointments have lasted eight, six, ten, and now three years, respectively. This consistency has allowed him to shape culture, build momentum, and leave a lasting impact on the institutions he has served.

To describe an engaging leader—someone who has been a featured speaker at the national, state, and local levels, who is an agent of change, and who has a passion for education—Runey’s credentials and experience speak for themselves.

Bill Runey’s journey into education is deeply personal. Nearly 37 years ago, he entered the field with a mission: to shape the lives of young people from all walks of life. That passion was instilled in him by his father, a high school science teacher, coach, and athletic director. As a child, Runey eagerly awaited the school bell so he could join his father at North Charleston High School, watching practices, filling water bottles, and even repairing football helmets. Those Friday nights, when the entire town came out to support the teams, were magical.

However, that joy was short-lived. Runey lost his father at just 14 years old. Though his father had been battling a heart condition, his passing was a shock. Bill Runey, Sr. was a man of strength, preparation, and unwavering commitment—not only to his own children but to every student who crossed his path. He welcomed players from all backgrounds, offering rides home to those in need, including students from under-resourced communities. He found ways to make every student feel valued.

“My Dad made a difference because he was built different,” Runey reflects. “I try to follow in his footsteps every day.”

His mother, too, was an educational role model as a school nurse. Becoming a single mother of three at age 38 would have broken most, but she persevered, balancing her dedication to her children with her career in school healthcare. Runey stated, “Her strength and resilience further shaped my understanding of the impact an educator can have on a community.”

From his early years as a math teacher, coach, and administrator to his tenure as a principal and now Superintendent, Runey has remained dedicated to the values instilled in him. His leadership has transformed schools, modernized learning spaces, and elevated educational experiences for students and staff alike.

A Legacy of Leadership

Runey’s career began at his high school alma mater in 1988 at Bishop England High School in Charleston, South Carolina, where he served as a math teacher, coach, Dean of Students, and Assistant Principal. In the late ’90s, he played a pivotal role in the design and construction of a state-of-the-art high school, integrating modern technology and facilities.

In 2006, he took the helm as Principal of Bishop Feehan High School in Attleboro, Massachusetts. There, he implemented an iPad initiative and contributed to a significant renovation project, converting an obsolete convent into a modern Library Media Center with additional classrooms and office space.

In 2012, Runey took on the challenge of leading Attleboro High School, transforming it into a nationally-recognized institution rooted in collaboration, shared leadership, and innovation. His tenure was marked by significant achievements, including spearheading a $260 million school construction project and a $5 million stadium renovation, both of which he navigated with strong stakeholder engagement and community support. Committed to expanding opportunities for students, he also secured over $400,000 in Chapter 74 Capital Skills grants to enhance the district’s Career and Technical Education (CTE) programs.

In 2022, Runey fulfilled his longtime aspiration of becoming a Superintendent, assuming leadership of the Dighton-Rehoboth Regional School District. His impact has been immediate and far-reaching, earning the district national recognition. His leadership has been highlighted through his selection as a featured speaker at the National Superintendents Forum in both 2024 and 2025, where he has shared insights on strategic planning and crisis communication. Runey has also driven a two-year strategic planning initiative to shape the district’s direction through 2030 and secured over $750,000 in grants to advance curriculum, CTE programs, and technology. Additionally, he has led efforts to explore a potential elementary school renovation, ensuring community engagement and securing essential funding to support future growth.

Throughout his career, Runey has been a steadfast advocate for communication, transparency, and student-centered decision-making. His ability to empower stakeholders, leverage social media, and implement strategic initiatives has cemented his reputation as a leader who not only envisions success but takes deliberate action to achieve it. This is evidenced by his national speaking engagements held in October 2024 (strategic planning) and February 2025 (crisis communications).

Runey's leadership aims to empower staff to shape student futures by igniting learning in alignment with the district's long-term goals.

For Bill Runey, education is more than a profession—it’s a calling. And as he continues to lead, empower, and innovate, his impact will be felt by generations to come.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Bill's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

Resistance to change is a common challenge in any organization, especially in education. It is often said that change is hard, and that is true—but it is also necessary. As educational leaders, we have a responsibility to foster growth by challenging the thinking of those in our communities. Progress does not happen by maintaining the status quo. While it may feel safe to remain in our comfort zones, real transformation requires us to be courageous and intentional in our actions.

Our duty is to serve students and staff by creating an environment that empowers them to succeed and adapt to the ever-evolving landscape of education. That means embracing change, even when it feels uncomfortable or uncertain. Growth is rarely a neat and orderly process; it can be messy, filled with setbacks and adjustments along the way. However, after 37 years as an educator, I have learned to prioritize product over process. The journey may be complex, but the ultimate goal—better outcomes for students, teachers, and communities—is always worth the effort.

2. How did you become an Educational Leader? Can you please briefly tell the story?

I was fortunate to grow up in a household that deeply valued education, with both of my parents dedicating their lives to the profession. My father was a teacher, coach, and Athletic Director, while my mother worked as a school nurse. Their passion for education and commitment to helping others left a lasting impression on me. Tragically, my father passed away at the age of 38. Despite this profound loss, my family found strength in faith and love. Two anchors that carried us through difficult times.

One of the most powerful moments of my life was witnessing the overwhelming support at my father’s funeral. Hundreds of former students, athletes, and colleagues came to pay their respects, a testament to the profound impact educators can have on the lives of others.

My mother was equally influential in shaping my path. Becoming a single mother of three at 38 would have broken many, but she faced the challenge with resilience and determination. She continued to care for students as a beloved school nurse while ensuring that my siblings and I had a strong foundation in life. Her strength and selflessness were an inspiration.

Their unwavering dedication to students reinforced my belief that following in my parents’ footsteps was my true calling. To this day, their legacies serve as an everlasting reminder that educators have the power to ignite change and make a difference.

3. How do you structure your work days from waking up to going to sleep?

As a district leader, I firmly believe that the work of an educator never truly stops. While there may be designated office hours, the responsibilities of leadership extend far beyond the walls of a school or administrative building. To keep up with the demands of the role, I aim to start my day early—typically by 5 a.m.—with a few miles on the treadmill. This morning routine not only keeps me energized but also provides an opportunity to mentally prepare for the day ahead. As I cool down, I catch up on any emails I flagged from the previous day, ensuring that no pressing matters slip through the cracks.

Staying informed about local events and issues is essential, so I subscribe to several local newspapers to remain aware of anything affecting the two towns in our regional district. Once I arrive at the office, my schedule is typically filled with meetings. While I strive to keep them efficient, I also emphasize collaboration, as I value the input of my team.

Beyond meetings, I prioritize visibility within our schools, making a conscious effort to visit at least one school per day. Though I don’t always achieve this goal, keeping it top of mind ensures it remains a priority. Even in the evenings, my responsibilities continue—whether attending School Committee meetings, Select Board sessions, student performances, athletic events, or PTO/PTSA functions. These engagements are not just obligations; they are essential opportunities to build relationships and foster community buy-in. While my family may wish I could turn off the "work switch," I know that strong leadership requires full commitment, both during and beyond the school day. I’m grateful for the support that I receive from Cathy, Mary Katherine, Kimberly, and William.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

About 15 years ago, I was introduced to the concept of anticipatory leadership, and it has profoundly shaped my approach to decision-making. When taking over as Superintendent, I was reminded of this mindset because, at the district level, success is not just about reacting to challenges as they arise—it is about foreseeing potential obstacles and proactively addressing them. This perspective has allowed me to navigate complex situations more effectively and build stronger relationships with stakeholders.

As district leaders, we are accountable to a wide range of constituents, including the School Committee, state and local elected officials, parents, staff, and taxpayers. Each of these groups has unique perspectives, priorities, and concerns, which means that every decision we make will inevitably be met with differing opinions. While universal agreement is not always possible, what we can do is anticipate the concerns of our stakeholders and incorporate strategies to address them.

By taking a proactive approach, we foster greater transparency and trust within our communities. When people feel heard and see that their concerns have been considered, they are more likely to support initiatives—even if they don’t fully agree with every aspect. Anticipatory leadership isn’t about avoiding challenges; it’s about preparing for them in a way that keeps the district moving forward with confidence and clarity.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

Jon Gordon’s The Energy Bus provides a powerful framework for positive leadership in education by highlighting the essential roles of culture, vision, and teamwork in achieving lasting success. His core principles, such as “fueling your ride with positive energy” and “building a supportive team,” serve as guiding philosophies for me as I am consistently navigating the complexities of school administration. In an environment where challenges are bound to happen, maintaining a positive mindset and fostering strong relationships can make all the difference in creating a thriving school culture.

Gordon’s book encourages leaders to cultivate optimism, empower those around them, and shape an approach to combat obstacles with resilience and purpose. These lessons resonate deeply with my leadership philosophy, as I challenge my team to be Built Differently—to break the mold of traditional administrative leadership and dispel negative perceptions about those in leadership roles. It is not enough to simply manage a district; we must inspire those within it.

I have taken this to heart by stressing the power of positivity. I expect our principals to use social media and newsletters to share a plethora of upbeat news. Then when, inevitably, something negative happens, the impact is like a pebble dropped in the ocean, rather than a boulder hitting a puddle.

By embracing the strategies outlined in The Energy Bus, educational leaders can transform their schools into environments where staff feel valued, students feel supported, and the entire community rallies around a shared vision for success. Leadership is about more than decision-making—it’s about driving a culture that energizes, unites, and propels everyone forward.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

There is no substitute for the ability to build strong, meaningful relationships. It is the linchpin of effective leadership and the driving force behind meaningful change. In education, where collaboration is essential, the strength of our relationships determines how well we can inspire, guide, and empower those around us. Without trust and connection, even the best initiatives struggle to gain traction.

Strong relationships foster trust, collaboration, and a shared vision among all stakeholders—teachers, students, parents, administrators, staff, and community members. When people feel heard, valued, and respected, they are far more likely to engage in meaningful conversations and contribute to a culture of continuous growth. Education is no longer just about policies and procedures; it must be about people. Motivating and empowering individuals to play an active role in the school community leads to better outcomes for everyone.

Authenticity and empathy cannot be faked. Leaders who genuinely listen, show understanding, and lead with transparency create an environment where challenges can be met with resilience and teamwork. By prioritizing relationships, we cultivate a school culture where collaboration thrives, change is embraced, and a collective commitment to excellence drives progress forward.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

Over the course of 37 years in education, there have been countless meaningful moments, but a more recent one stands out as particularly special. Since stepping into the role of Superintendent two and a half years ago, one of the district’s most pressing challenges has been addressing the steep decline in student retention from eighth grade to high school.

Over the last seven years, we have seen a significant drop in enrollment, due in part to the highly competitive options available to our students. However, the bigger issue has been an inaccurate and unfair narrative about the quality of the experience at our high school.

Determined to change this perception, my team and I have worked closely with our School Committee and local elected leaders to implement strategies aimed at improving retention. While progress takes time, I am proud to say that we are beginning to move the needle in the right direction.

One moment that truly reinforced the importance of this work was receiving a handwritten note from a freshman who told me that my “pep talk” to his eighth-grade class completely changed his perspective. Because of that conversation, he placed his trust in us and chose to remain in the district. Now a thriving sophomore, he frequently checks in with me, and his success reaffirms why this work is so important. His willingness to share his gratitude meant the world to me, and his note remains pinned to the bulletin board in my office. On difficult days, it serves as a reminder of my “why”—the impact that strong leadership and genuine connection can have on a student’s future.